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Describing self-perceptions of pre-service teachers regarding field experience at a Texas public state university : a case study.
No full textThe lack of field experience in a teacher preparation program at the university level hinders pre-service teachers' professional growth and adequate preparation for entering the classroom. Field experience is a crucial learning experience for pre-service teachers that bridges pedagogy to theory, establishes professional identity, creates a connection between pre-service teachers' perceptions and realities in the classroom, and broadens communication skills needed for student and mentor relationships. This study described pre-service teachers' perceptions of themselves and teaching because of field experience and the positive and negative elements that helped define their professional identity. My study revealed the importance of field experience integration into a university teaching preparation program. A qualitative single case study research design using a constructivist theoretical framework and two research questions served as the basis for this research study. Within one semester, data collection followed a three-step protocol using journals, semi-structured interviews, and document artifacts. Completed journal entries occurred each week for 14 weeks; Zoom recorded initial and follow-up interviews and document artifacts from university supervisors, mentor teachers, and conference plans continued throughout the semester. The study's results provided insight into pre-service teachers' perceptions and the positive and negative elements that played a pivotal role in an established professional identity during the field experience. The findings from my study indicated that pre-service teachers benefit tremendously from engagement in field experience. Research outcomes included enhanced professional growth, established professional identity, increased confidence levels, and new realities regarding student and mentor relationships. Additionally, my findings indicated the importance of mentoring relationships and more emphasis needed at the university level on teacher responsibilities such as lesson planning and classroom management. This research study clearly emphasized the need for the early placement of field experience in a teacher preparation program and the significance of the benefits of field experience for pre-service teachers
Teamwork makes the artwork : a qualitative case study examining how adult museum visitors experience aesthetic development through visual-thinking strategies (VTS) at a contemporary art museum.
No full textMeaningful engagement is a challenge for museums today. Some museums continue with a passive experience of allowing visitors to look at the artwork with no other type of engagement during the visit. On average, visitors spend less than 30 seconds looking at a work of art and reading the label before moving on to the next piece (Carbon, 2017; Smith & Smith, 2001; Smith et al., 2016). Some museums treat visitors as listeners during tours rather than engaging them in conversations about the artwork (Best, 2012). Museum visitors come with a range of experiences with art, and educators must design programs for all experiences levels. Non-visitors feel their lack of art knowledge is a barrier to visiting a museum (Waltl, 2006). Visitors expect more engagement from museums and are challenged with where to begin. I applied Housen's theory of aesthetic development (DeSantis & Housen, 2000) as a framework for this qualitative exploratory case study. For the data collection, I held three visual-thinking strategy (VTS) sessions with six participants per session and conducted six semi-structured interviews with six participants. I analyzed the transcriptions for the VTS sessions and interviews and used rich-thick descriptions and data triangulation to ensure validity and reliability for the study. I selected the Contemporary at Blue Star as the site for this study. The study focused on adult museum visitors with a range of art experiences to mirror the daily diverse audiences of museums. This study sought to understand how aesthetic development progresses through interactive museum experiences like VTS. There are five stages of aesthetic development. The findings of this study indicated that VTS participants can achieve all five stages of aesthetic development as a collective group through open dialogue and sharing diverse backgrounds and experiences to understand the artwork. Museum educators must design interactive public programs outside the traditional museum experience. Developing engaging social programs for visitors can increase art understanding and diversify museum participation. Current and future visitors should advocate for innovative art engagement and attend museum programs. This study showed the need for interactive museum experiences that can achieve a more aesthetically developed community
Exploring North Carolinian elementary teacher perceptions of the emotional intelligence and Black student academic outcomes relationship : a qualitative single-case study.
No full textThis study explores elementary school teachers' perceptions of emotional intelligence (EI) influence on the academic development of African American elementary students within a charter school in North Carolina. Persistent academic disparities faced by Black students, exacerbated by systemic educational inequalities and socio-cultural challenges, underscore the need for innovative approaches to foster academic excellence. This study posits EI as a potential catalyst for creating an inclusive and supportive learning environment conducive to both academic and personal growth. Guided by Goleman's (1995) EI theory, which emphasizes self-awareness, selfregulation, motivation, empathy, and social skills concepts, this study employs a qualitative single-case study methodology. The study involved semi-structured interviews and focus group discussions to capture a nuanced understanding and application of EI by teachers. Participants included teachers with varying years of experience and backgrounds, providing a comprehensive view of EI's impact on student outcomes and classroom dynamics. Findings indicate that teachers' EI applications significantly enhance the academic experiences and achievements of African American students. The study reveals that teachers who actively integrate EI components into their pedagogical practices create more engaging and responsive learning environments, leading to improved student performance, emotional resilience, and overall well-being. These insights contribute to the broader discourse on educational equity, offering evidence-based recommendations for incorporating EI-focused pedagogies in charter schools and beyond. The integration of EI into teaching practices not only supports academic growth but also fosters a holistic development of students, preparing them for future challenges both within and beyond the academic realm. This study highlights the importance of EI in addressing educational disparities and promoting academic success among marginalized student populations. By demonstrating the practical applications of EI in the classroom, the study provides a framework for educators and policymakers to enhance the educational experiences and outcomes of African American elementary students, ultimately fostering a more equitable and just educational system. This research underscores the transformative potential of EI in fostering a supportive and inclusive educational environment, promoting both academic success and personal growth for all students involved
Directing, acting, and co-writing in the short film, "Hunch".
No full textThis thesis outlines the process of directing, acting, and writing in the short film, "Hunch." This abstract will examine theoretical and filmic influences that helped shape the creative decisions and methodological approach in the directing, writing, and the various performances. The filmmaker's personal goals and thematic content are analyzed and a full script analysis is provided
Nonemergency visits to the emergency room : revelations from the COVID era.
No full textEmergency rooms ("ERs") in the United States ("US") must see all patients regardless of their ability to pay. Many uninsured patients that cannot pay for healthcare treatments tend to use ERs for primary care. This contributes to excessive healthcare costs in the US, financial challenges for hospitals, and overcrowding with long wait times at ERs. This study evaluates all outpatient emergency room visits in the state of Texas from 2017 to 2002 (60 million patient visits) and identifies those visits where patients were not treated as a method to categorize them as nonemergency visits. Declines in visits are analyzed using the COVID pandemic as a natural experiment and exogenous increase in the cost of going to the ER due to more perceived risks. Findings show that the portion of patients that visit the ER but do not need emergency treatment is significant, and the portion significantly dropped during COVID when these patients chose not to go to the ER. This results in increased revenue-per-visit for ERs after COVID lockdowns occurred. These findings offer a substantial savings strategy for US healthcare costs if primary care facilities, which are much less costly to provide care than ERs, were made available to patients that are visiting ERs for nonemergency care
Examining the role of asset-based teaching approaches on the motivation and engagement of Black students in secondary ELA classrooms : a qualitative single case study.
No full textThere is a need for equity in the educational system for Black students. K–12 schools lack sufficient representation of Black history and culture in the curriculum and often overlook the unique challenges faced by Black students. Additionally, K–12 schools fail to include asset-based teaching practices in the learning experience that empower Black students, all of which perpetuate inequities in the educational experiences of Black students. Lack of representation in the curriculum, coupled with the oversight of Black students' unique challenges and the absence of asset-based teaching approaches, create a disconnect between Black students and the educational environment. This disconnect negatively influences how Black students stay engaged and motivated in the learning experience, ultimately impacting their academic success. A qualitative single case study allowed me to gain insight into the role of asset based teaching approaches on the motivation and engagement of Black students in secondary ELA classrooms through the experiences and perspectives of four participants. Participants were purposefully and conveniently selected based on their years of experience successfully working with diverse teacher-to-student populations and their years of experience successfully working in Title I schools with reading literacy challenges. Three themes and findings emerged from this study. The first theme highlighted teacher adaptability, revealing that educators who are open-minded and flexible in adopting inclusive teaching strategies are successful in engaging Black students with the ELA curriculum. The second theme focused on student inclusivity, demonstrating inclusive learning experiences that reflect positive cultural representation and honors student voices and experiences, increasing the motivation and engagement of Black students. The third theme centered on positive student -teacher relationships. Findings from this theme indicated that genuine connections and cultural awareness foster positive student-teacher relationships which, in turn, increases the engagement and motivation of Black students. Implications from this study suggest that recognizing and utilizing the cultural backgrounds and experiences of Black students leverage the motivation and engagement of Black students. Moreover, additional inclusive teaching pedagogies that celebrate Black students are needed. There is also a need for more professional development opportunities for educators that center on asset-based teaching approaches
Reliability and validity of the Brief Remote Elkins Alldredge Test of Hypnotizability (BREATH).
No full textThis study assessed the validity and reliability of the Brief Remote Elkins Alldredge Test of Hypnotizability (BREATH) and explored associated variables. The BREATH is a brief adaptation of the Elkins Hypnotizability Scale and is available digitally through Mindset Health. College students at Baylor University's department of psychology and neuroscience (N=100) were recruited for this study. Additional measures included cognitive expectancy, empathy, processing styles, and religious strength. The BREATH had a high, significant correlation with the EHS-CF (r = .629, p < .001), and good internal consistency. Hypnotizability levels were also normally distributed across participants. Therefore, there is empirical evidence that supports the reliability and validity of the BREATH, affirming its utility for digital assessment and research. This study contributes to enhancing accessibility and understanding of digital hypnotherapy tools for various conditions, promising implications for future research and clinical applications
Coaching for questioning : a multiple case study of middle and secondary mathematics pre-service teachers.
No full textTeacher questioning is a highly utilized pedagogical tool that can positively impact students' learning experiences. Mathematics instruction, however, is typically dominated by questions that may limit students' ability to communicate their thinking and to think critically about mathematics. Questioning is a complex skill that requires an attentiveness to students' needs and proficiency in both content and pedagogy, presenting challenges for pre-service mathematics teachers with limited classroom experiences. Prevalent questioning frameworks organize questions according to their perceived level of rigor, but there is a need to explore how questions can be reconceptualized as purposeful rather than as low- or high-level. There is a lack of research regarding how to best support pre-service mathematics teachers' questioning, particularly in the middle and secondary grades. This multiple case study sought to describe pre-service mathematics teachers' planning and implementation of purposeful questions as they engaged in non- evaluative instructional coaching cycles throughout their year-long clinical experience. The participants in this study were purposefully selected with the criteria of being pre-service mathematics teachers in the middle and secondary grades. The researcher acted as a non-evaluative instructional coach and engaged in four instructional coaching cycles with each participant. Each cycle included a pre- and post-conference, and a classroom observation. The researcher individually analyzed each case and then then conducted a cross-case analysis to identify patterns and themes across the five cases. Findings from this study revealed that the pre-service mathematics teachers grew to plan questions with greater intention, using questions to drive the lessons' goals. The participants also became more aware of their in-the-moment questioning practices and increasingly used questions to prompt justification and mathematical discourse. Based on these findings, the researcher detailed implications and recommendations applicable for pre-service and in-service teachers. Questioning frameworks should be adopted so that purpose is emphasized over cognitive demand. In addition, teachers should have opportunities to collaborate with non-evaluative instructional coaches, to anticipate students' misconceptions, and to reflect on the potential impact of planned and implemented questions. Future research includes expanding the conception of purposeful questions and supporting the development of purposeful questioning practices
Atmospheric sources and processing of biogenic volatile organic compounds (BVOCs) in the North Slope of Alaska (NSA).
No full textRapid changing climate in the Arctic region results in increase in the emission of biogenic volatile organic compounds (BVOCs) into the atmosphere. These BVOCs interact with other atmospheric pollutants and form secondary organic aerosols (SOAs), which can impact air quality. The aim of present study if to quantify these biogenic emissions during the summer (June to August) of 2023 at Utqiaġvik in the North Slope of Alaska (NSA) under the Biogenic Emissions and Aerosol Response on the North Slope (BEAR-oNS) project. Real-time VOC measurements were done using a Proton Transfer Reaction-Mass Spectrometry (PTR-MS). Mean concentrations of acetone, dimethylsulfide (DMS), isoprene was 0.61 ppbv. 0.24 ppbv, and 0.15 ppbv, respectively. During the sampling period four episodic events were observed at Utqiaġvik. These events showed different increasing BVOC concentrations based on their regional source. BVOCs concentrations were vital in understanding the biogenic sources within these events
Herodotus and the birth of freedom.
No full textThis dissertation examines freedom and tyranny in ancient Greece and Persia by synthesizing ancient Near Eastern scholarship with a new reading of Herodotus's History. I argue, contrary to prevailing scholarly contentions, that Herodotus considered ancient Persia to be a free regime that possessed both external and internal freedom. Though some political theorists dismiss Herodotus as a xenophobic peddler of racial stereotypes—e.g., that the Persian monarchy was nothing but a decadent tyranny—I contend that the History reflects the reality of Persian freedom as attested to by ancient cuneiform texts and that Herodotus offers a hitherto unrecognized positive political theory of kingship. In the latter half of this dissertation, I examine how Herodotus's presentation of Persia relates to Greek political practices of equality and how recognizing Persian freedom alters our understanding of the broader relationship of freedom to political power, public deliberation, and civic equality. Ultimately, my analysis of Herodotus's presentation of Persia not only shows that Herodotus did not think that the Persian monarchs wielded tyrannical power over the Persians, but also shows that Herodotus considered tyrannical overreach to be possible in any regime, not just monarchies. This dissertation therefore serves as a first step in refuting several prominent scholarly contentions, such as the claim that the Persians were all slaves to their kings, that Herodotus considered the Greek word týrannos to be a morally neutral term synonymous with kingship, and that Herodotus considered freedom and monarchy to be mutually exclusive